Dataset Information

Progress on Pharmaceutical Sciences/Pharmacy Postgraduate Education: a Bibliometric Perspective.

ABSTRACT:

Objective

The study quantitatively investigated the related research progress in pharmaceutical sciences/pharmacy education from a bibliometric angle and provided feasible suggestions to facilitate the development of pharmaceutical sciences/pharmacy postgraduate education.

Methods

Bibliometric analysis was conducted using the database of Web of Science Core Collection. The literature published in 1985-2021 was screened and selected. The overall profile description, citation analysis, and research hotspot mining were performed using the citation report of Clarivate Analytics, bibliometrics online platform, and VOSviewer software. The bibliometric results and profiles were plotted and illustrated.

Results

The bibliometric analysis of 485 papers of interest showed that the research frontier was continuously expanding; especially the institutions from the USA were the main contributors. The numbers of citing papers have been ascending, and a considerable part of citations were from the areas other than the education research. Mining results showed that the in-school and residency education of pharmacy postgraduates was a research hotspot, as well as interprofessional training and new education styles for Coronavirus Disease 2019 (COVID-19) therapy were the emerging trends in the field.

Conclusion

Through the analysis of the studies, it was found that encouraging relevant research programs, establishing financial supports, and launching specified publication sources could be helpful to boost the development of pharmaceutical sciences/pharmacy postgraduate education. Besides, the results suggested that this was a less discussed topic and was worthy for the investigators to pay more attention to such an issue.

Supplementary information

The online version contains supplementary material available at 10.1007/s12247-021-09611-z.

SUBMITTER: Huang Z

PROVIDER: S-EPMC8782704 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundThe relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described.ObjectiveTo describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies.MethodsAn anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used.ResultsForty-nine participants completed the survey from the preceptor's perspective, 12 from the learner's perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% of learners (12/16) admitted experiencing conflict. Preceptors (n = 27) cited the learner's professionalism (74%), knowledge/skills (59%), communication issues (59%), personal issues (56%), and punctuality/attendance (52%) as causes of conflict. Learners, however (n = 12), cited differing expectations (67%), teaching versus learning style preferences (50%), and communication issues (67%) as causes of conflict. The majority of preceptors and learners indicated that conflict had negatively affected the relationship; however, most preceptors (69% [18/26]) and learners (50% [6/12]) agreed or strongly agreed with the statement, "I have generally felt comfortable working with preceptors/learners after a conflict." More learners than preceptors felt that the learner's ability to perform was negatively affected by the conflict (92% [11/12] versus 52% [13/25]). Preceptors were more likely to take initiative to resolve conflict. Verbal communication was the method of conflict resolution preferred by both preceptors and learners. Most preceptors and learners indicated that they felt that conflicts were generally resolved.ConclusionsConflict was common in the pharmacy preceptor-learner relationship. Pharmacy preceptors and learners had different perspectives about the causes and outcomes of conflict.